VIEWS & OPINION


Managing low level disruption in the classroom and beyond? Comment by DR MORRIS CHARLTON, Regional Officer at Voice the Union


When talking about behaviour management first, we need to look at approaches to behaviour management that are manageable, and sustainable. Too often, schools focus on individual incidents as they arise, whereas what’s required is a consistent, whole school approach to behaviour management and development. Behaviour policies should be about developing


behaviour, not just reacting to it! When inconsistencies in management exist, schools encounter difficulties. Behaviour management is a long-distance run, not a sprint.


Getting it right Policies are reviewed cyclically – these reviews need to be whole school and meaningful. Get the approach to behaviour consistent in school and classroom work will improve. Once there is consistency of behaviour, it allows high quality teaching to prevail. Research indicates that young people enjoy


working with teachers who are ambitious for them. Behaviour polices need to be humane, supportive and developmental for all – but particularly for those who are vulnerable.


Similarly, behaviour support or intervention


plans are carefully formulated to support the individual. They should be worked in partnership with a pupil and their parents / guardians as well as with all staff to ensure consistency of management and provide a predictability of routine and regime. Because they are vulnerable, young people can test school strategies to the extreme – this doesn’t mean the strategies don’t work. Behaviour support plans or intervention plans only need reviewing if the behaviour changes.


My formula Working as a headteacher, seconded to schools in special measures, I have always found that simple, understandable policies work. My formula for all – pupil, parents and staff – has always followed the mantra of: Cool – get the behaviour under control; calm –


calm down; collected – get yourself together; choices – start making the right choices; communicate – it always helps if the child can understand the guidance from a member of staff. When distressed it’s very difficult for them to


listen. Too often teachers are speakers and not good at listening. We need to listen to what a young person is saying rather than look for a quick fix. Often the barked order alienates rather than engages the child. Young people appreciate quick wit and a humorous comment from a teacher rather than the classic and easy put down. Consistent – young people respect teachers


who are consistent and conscientious. All behavioural incidents need to be followed up. Young people take note when a teacher says s/he will get back to them and doesn’t! Competent – young people do not like to be


managed by staff who are not confident or who seemingly don’t have a clue. This again comes back to consistency and whole school training. Training can also be devolved after a whole school approach to departmental level if it’s a large school. Approaches to behaviour need to be revisited regularly to ensure consistency. Following a simple formula / mantra allows for


consistency and an immediate intervention strategy. Develop your own, it’s well worth the effort!


Meeting the needs of pupils on the autistic spectrum


Comment by LYNN McCANN from Reachout ASC, Autism Specialist Teacher, trainer and author of several books on supporting pupils with autism


At the recent Education Show, I talked about meeting the needs of pupils with autism. Here is my overview of what the session covered. I’ve been a specialist autism teacher for


twelve years and have worked with hundreds of teachers who have children diagnosed with Autism Spectrum Disorder (ASD) in their mainstream classes. Only a few receive training to help them understand and support these pupils. The good news is that from September 2018


the government is proposing to bring training about autism into ITT so that all new teachers will have some basic knowledge. However, the many existing teachers are still in need of good, up to date information and advice. Fortunately, there are some basic strategies that help nearly all autistic pupils. Here are my top tips: • Calm down your environment. Our classrooms can often be confusing and visually overwhelming. If we make it calmer by having some uncluttered spaces, help the pupil find


April 2018


the best place for them to be seated and try to reduce background noise, it can make a huge difference for the pupil.


• Support the pupil’s sensory needs. They might be oversensitive and so will want to avoid places and activities that are too much for them, or they might be under-sensitive and want to seek out extra sensory experience. A child who can’t sit still is often like this. Headphones, a calm place to go to, regular sensory breaks, something to fidget with, chew or smell can help them feel better.


• Communicate using visuals. Autistic pupils often take longer to process verbal information so support them by using pictures, symbols and lists. Visual timetables help them know what is going to happen and when, but also tach the pupil to organise themselves.


• Support access to learning. Split work into manageable chunks. Use the words first, then, next, last, to order and sequence tasks. Use their interests to engage them in learning and


help them understand. They can be good at lots of things despite their difficulties and so find out what these are and use them to build links with other topics.


• Support social relationships. These can be difficult often because the autistic pupil might not understand the social rules and know how to join in. Supporting them is as much about helping other children know how to understand the autistic pupil’s communication so they can build common ground and develop positive interactions.


• Work with parents. Build that team that can support the autistic pupil all through their time at school. If you want to know more there are some


good resources and information at the Autism Education Trust, autismeducationtrust.org.uk and you can sign up for regular teaching resources from the National Autistic Society My World Hub, autism.org.uk and the blog pages on Reachout ASC reachoutasc.com.


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